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Fifty Ways to Develop Professionally:

What Language Educators Need to Succeed1

Mary Shepard WongAzusa Pacific University, U.S.A.

Abstract

This paper discusses the importance and purposes of professional developmentin the lives of language educators in the Asian context and describes whatteachers need to consider in designing a professional development plan. It

provides a definition, rationale, and fifty professional development activitieswith references and resources found in the TESOL literature. Three steps areproposed in the formation of professional development plans: 1) determineones strengths and weaknesses, 2) consider ones current stage of developmentand what one wants to accomplish, and 3) select long and short term goals andthe resources needed to accomplish them. It is posited that continueddevelopment is the obligation of the professional language educator and thatthrough reflection upon ones practice, awareness of opportunities, and acomprehensive plan, educators can obtain their professional development goalseven with limited resources.

Definition of Professional Development

How does one become a professional educator? In order to answer this question, one mustconsider what it means to be professional. To be considered a professional, one needs topossess the theoretical background, mentored experience, professional affiliations, andcertifications to meet the standards of excellence in the chosen field. Nunan (1999) adds thatprofessionals act as advocates for their field. Thus, professionals have the knowledge, skills,qualifications, connections, and accountability to engage in their professions as advocates.Those who are considered professional represent what is best in their fields and are endorsedand respected by colleagues.

Given this description of professional, it is reasonable to expect that becoming a professionaleducator does not end with ones pre-service or even in-service education. Professionaldevelopment is a lifelong endeavor, a way of being, and a perspective on how one practices aswell the practice itself. It is possible to never become professional, or to lose onesprofessionalism. Some refer to this process in education as teacher development, and note thatsustained learning is key. As Lange (1990) states, Teacher development is a term used in theliterature to describe a process of continual intellectual, experiential, and attitudinal growth ofteachers . . . [It permits] continued growth both before and throughout a career . . . in whichteachers continue to evolve in the use, adaptation, and application of their art and craft (p.250).

Language Education in Asia, 2011, 2(1), 142-155. http://dx.doi.org/10.5746/LEiA/11/V2/I1/A12/Wong

January 6 2013

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Reasons to Engage in Professional Development

Teachers are busy people, so the first question to address is why divert precious time andresources to ongoing development? Six reasons to engage in professional development areprovided below, along with corresponding professional activities, related resources, andreferences. For an up-to-date, comprehensive list of over 70 papers related to professionaldevelopment of language educators, see TIRFs (The International Research Foundation forEnglish Language Education) Professional Development of Language Teachers: SelectedReferences(2011), available online. For examples in the context of Laos and Thailand, seeFowle & Durham (2001).

Raise awareness of strengths and weaknesses. When teachers cannot articulate their strengthsas language educators, they miss opportunities to build upon their strong points to make aneven greater impact. Likewise, teachers who are unaware of weaknesses in their teaching arenot able to know what to change because they are not sure what is hindering theireffectiveness. Awareness, or being cognizant of ones decisions and ones strengths andweaknesses in teaching, is key to teacher growth and development. Several professionaldevelopment activities in the literature, therefore, deal directly with heightening onesawareness and helping one to reflect critically upon ones teaching in order to make changesand improve. See Table 1 for activities and related resources.

Most of these activities could be accomplished with little or no cost, such as keeping a journal,learning a language, peer observations, engaging in team teaching, finding a mentor, orconducting a survey. While compiling a portfolio, recording ones teaching, and engaging inaction research may require extra resources and / or expertise, the other activities require onlyinitiative, time, and discipline.


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Table 1

Professional Development to Raise Awareness of One!s Strengths and Weaknesses

Professional Development Activity Related Resources and References

1. Keep a journal and reflect on teaching Bailey, 2004

Bailey, Curtis, & Nunan, 2001, Ch. 4

Bailey & Nunan, 1996

Johnson & Golombek, 2002

Stewart & Lokon, 2003

2. Learn a new language Bailey, Curtis, & Nunan, 2001, Ch. 6

Rubin & Thompson, 1994

Sauro, 2003

3. Record and view ones teaching Bailey, Curtis, & Nunan, 2001, Ch. 7

Richards & Farrell, 2005, Ch. 3

4. Be observed by a peer Bain, 2004 Richards, 1998

5. Observe other teachers Deacon, 2003

Wajnryb, 1992

6. Compile a portfolio Bailey, Curtis, & Nunan, 2001, Ch. 12

Diaz-Maggioli, 2003


Tanner, 2003

7. Engage in team teaching Bailey, Curtis, & Nunan, 2001, Ch. 10


8. Find a mentor Bailey, Curtis, & Nunan, 2001, Ch. 11


9. Engage in action research Bailey, Curtis, & Nunan, 2001, Ch. 8

Burns, 1999, 2010

Edge, 2001

Freeman, 1998


10.Survey students on ones teaching Gordon, 2003

Note. Many of the activities listed in Tables 1-6 could be listed under multiple reasons to engage inprofessional development, but are listed only once for ease of reference.

Acquire new knowledge. Another reason to engage in teacher or professional development isto acquire new knowledge. In the TESOL Quarterly 40thAnniversary Issue, Canagarajah (2006)mentions several areas within TESOL that are new to the field, such as World Englishes (WE),digital communication, and critical pedagogy. These are examples of how the field of TESOLhas changed, and professional educators need to keep abreast of these changes. See Table 2for a list of activities to gain new knowledge and their related resources. Although activitiessuch as attending a conference or enrolling in an advanced degree program may requirefinancial resources, many of the others can be completed with no funding. For example, some

professional journals are available online. Reviewing, writing, or editing a book requires some


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previous knowledge and expertise, but one can collaborate with more experienced educatorsand learn from them in the process.

The possibility of attending conferences or getting an advanced degree should not be ruled outif funding is the only obstacle. Many conferences offer competitive travel awards which are

often reserved for presenters from developing countries (see http://www.tesol.org/s_tesol/seccss.asp?CID=362&DID=1979), and there are also scholarships available for degreeprograms. In addition, choice of universities should not be limited to those in the West.Attending university in countries in Asia is more affordable and would likely be moreappropriate for those who plan to teach in Asia.

Table 2

Professional Development to Acquire New Knowledge


11.Attend a conference AsiaTEFL, CamTESOL, ETA-ROC, JACET,

JALT, KATE, KOTESOL, TEFLIN, TESOL,ThaiTESOL

12.Read professional journals For a list of ELT journals, see pages 3-45of this document:http://www.tesol.org/s_tesol/bin.asp?CID=334&DID=1026&DOC=FILE.PDF

13.Become active in organizations Braine, 2003

Eisterhold, 2003

14.Write a book review Kupetz, 2003

15.Write a textbook manual or textbook Grant, 2003 Tjandrawidjaja, 2003

16.Become a reviewer of textbooks See publishers websites for moreinformation

17.Enroll in an MA or PhD program Miller, 2003

http://www.tesol.org/s_tesol/seccss.asp?CID=1770&DID=9326

18.Launch a teachers reading group Sato, 2003


19.Teach a different level or course, or in adifferent context

Conrad, 2003

Solve a particular problem. Perhaps there is a particular problem to solve, such as how to takeadvantage of the different levels of English proficiency in ones classroom or how to addressthe use of L1 in the classroom. Professional development activities that may help target aparticular issue are listed below with related resources in Table 3. Once again, many of these,such as engaging in a case study, interviewing colleagues, analyzing a critical incident, joiningan online discussion list, or finding online resources, can be completed with few resources.


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organization or helping to produce a newsletter or publication can help one learn from othersin the field at no cost.

Table 5

Professional Development to Advance One!s Career


32.Get an advanced degree Miller, 2003

33.Engage in and write up research Borg, 2003a

Cohen, 2003

McKay, 2006

34.Write a chapter or journal article Mattix, 2003

35.Co-write or edit a book Murphy, 2003

36.Apply for administrative positions Smith, 2003

Stapa, 2003

37.Seek out positions as a teacher trainer Bailey, 2006

Carbery & Croker, 2003

38.Develop a language course Graves, 1996, 2000

39.Create a language program Richards, 2001

40.Establish a language school Richards, 2001

41.Volunteer to serve Braine, 2003

Eisterhold, 2003

Find fulfillment in ones work to prevent burnout. Promotions and advancement are not theonly motivating factors to develop professionally. Finding fulfillment in ones work andpreventing burnout are also good reasons to seek to grow in ones profession. Activities thatrespond best to this orientation include many of those already mentioned as well those listed inTable 6. A sabbatical may not be possible for most educators unless they are at a well-fundeduniversity; if that is the case, other options on this list, such as mentoring others, organizing aconference, or teaching less advantaged students, can be considered. Curtis (2006, 2008)notes that collaborative professional development has a better chance to succeed thanindividual efforts. Relationships formed though volunteer service at professional organizationsare invaluable, as noted by many leaders in the TESOL, Inc. organization (see Christison &

Murray, 2009).


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Table 6

Professional Development to Find Fulfillment and Prevent Burnout


42.Take a sabbatical Seymour, 2003

43.Start a student scholarship fund http://us.scholargrants.info/how-do-you-start-a-scholarship-fund

44.Organize a local conference Eisterhold, 2003

45.Volunteer in an organization Braine, 2003

46.Engage in international collaboration Carbery & Croker, 2003

47.Mentor other teachers Waldschmidt, Dantas-Whitney, &Healey, 2005

48.Teach less advantaged students Boucher-Yip, 2003

49.Start an ELT organization Braine, 2003

50.Be an advocate for students http://www.tesol.org/s_tesol/seccss.asp?CID=32&DID=37

Steps of Designing a Professional Development Plan

The three steps in designing a professional development plan are to determine ones strengthsand weaknesses, consider ones current stage of development, and select ones long-term andshort-term goals.

Determine ones strengths and weaknesses. A helpful way to determine what to focus on inones professional development plan is to consider three areas, or domains, in which one candevelop: knowledge, attitude / awareness, and skills. This can be thought of ones head, heart,and hands. Since there are many possibilities under each domain to consider, languageeducators may want to choose one particular area of strength to build upon as well as oneparticular area of weakness to develop, and focus their plans around those two.

Head: General knowledge of teaching and specific subject matter knowledge. In terms ofknowledge or the cognitive domain, there are two types of knowledge to consider developing.The first is general knowledge of teaching, such as knowing about various theories of learningand current research in education and its implications. The other area of knowledge thatlanguage educators need to consider is what they know about the specific content areas that

they teach, whether it is grammar, pronunciation, writing, or culture.

Heart: Attitude / self-awareness. Attitude is key for the successful completion and sustainingpower of any professional development plan. The literature on autonomy in language learningcan be applied to teacher professional development. Essential elements in learner autonomyare motivation, choice, and responsibility. Teachers must consider how they can staymotivated to develop, be aware that they have choices about what and how they develop, andthink about how they can be held responsible for their professional development plans. Forexample, teachers might seek out travel grants (which can help with their motivation) topresent papers at conferences (on topics of their choice), and then share what they havelearned with local colleagues upon their return (thus taking responsibility).


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In terms of self-awareness, educators who cannot articulate their strengths and weaknessescould focus their professional development plans on raising awareness of their teaching.A helpful tool to consider blind spots in ones teaching is the Johari Window (see Table 7).Ones open self reveals aspects known to oneself andknown by others. The fact that ateacher may teach in a nonlinear style may be evident to others as well as to the teacher

herself, for example. The secret self is that which a person knows, but others are unaware of.For example, a teacher may feel insecure about teaching, although it may appear he hasadequate confidence; this is known to the self, but hidden from others.

Table 7

Johari Window of the Four Selves

Known to self: Unknown to self:

Known to others: OPEN SELF BLIND SELF

Unknown to others: SECRET SELF HIDDEN SELF

The blind self has the most potential for growth. It is what others see, but which theindividual is ignorant of. For example, a teacher may assume that his instructions in class areclear, but students may actually find them confusing. Or a teacher may think he is open tohearing students comments and eager to listen to their questions, but his tone and nonverbalsignals are sending unwelcome messages. Getting feedback from students, peers, andsupervisors about what one does in the classroom and how one is perceived will reveal aspectsof ones blind self.

The bottom right window contains the hidden self which is concealed from others andoneself. It may be the hidden potential one has as a speaker, writer, motivator, or mentor, forexample, just waiting to be discovered. Being willing to take some risks and try new thingsmay open ones eyes to the hidden potential one has as a professional language educator.

Hands: Skills such as language proficiency and pedagogical expertise. Skills is another areaone may wish to develop. Some teachers may feel they need to improve their Englishpronunciation if students find their spoken language difficult to follow, while other teachersmay need to improve their skills in using software or technology. Improving ones teachingskills, whether it is designing better assessment instruments or becoming more skilled at

providing specific feedback to students, is part of being a professional. However, the questionis, which areas are ones greatest needs and which strengths should be developed?

Table 8 provides a space to write down a domain (Head, Heart, or Hand), a strength, aweakness, and corresponding professional development activities that support them. Exampleshave been provided.


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Table 8

Strengths, Weaknesses, and Related Activities

Domain Strength Related Activity

Develop skill (Hand) I am good with andenjoy using computers

Find ways to learn even more fromcolleagues

Join an online discussion

Domain Weakness Related Activity

Raise awareness(Heart)

Im not sure whatneeds to be improved

in my teaching

Keep a journal

Ask a peer to observe me and

observe a peer

Consider ones current stage of development. Before determining where to go, one must takestock of where one is. Questions to consider are: What is lacking in ones education orexperience to move forward? What is needed in order to be regarded as a professionaleducator? A useful tool to determine the answer to these questions is a curriculum vitae, orCV. Samples of CVs can be found online. A CV contains a list of evidence that documents

ones professional accomplishments and activities. Most CVs contain the following categories:formal education, teaching experience, presentations, publications, professional memberships,leadership positions in professional organizations, and professional services. Sharing ones CVwith colleagues and asking for suggestions in terms of what to add or delete can be useful.One can also look for gaps or items not present that a potential employer may be looking foror items needed for an ideal position, and use this knowledge to create a professionaldevelopment plan.

Surveys have shown that novice teachers are often more concerned with the what and howquestions, such What do I teach on Monday? and How do I get quiet students to participatemore? while more experienced teachers ask the bigger questions of so what and why (see

Richards & Lockhart, 1996). More experienced teachers might ask, Why teach this way, andwhat difference will this course make to this student in the future? Asking the big questions isimportant when considering who one wants to become as an educator. An important outcomeof teacher or professional development is a renewed vision of the world and ones place in it.While it is impossible to produce final solutions to world problems, it is important to envisionthe world one hopes to create and consider what type of person is needed to sustain such aworld. As educators, the task is to consider what type of learning experiences will helpprepare students who will fashion such a world.

It is this vision and the process of re-envisioning that will help both faculty and students findhope when faced with the complexities and harsh realities of a world that is marked by glaring

injustices and inequality. This process becomes both a starting and ending point of learning


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and development, for it encompasses that which impels one to start the journey (the vision),sustains one in it (hope), and can produce evidence of change once through it (responsibilityand respect). Palmers (2007) book, The Courage to Teach, is one that thousands of teachershave found to be useful in rekindling a passion for teaching, students, and the subject that oneteaches. Palmer speaks about teaching who one is and exploring ones inner-self, finding an

integrity which can sustain teachers. Thus, questions of not only where one is, but who one is,why one is teaching, and who benefits from it can be compelling inquires that help one chart acourse in professional development.

Select long-term and short-term goals. Ones strengths and weaknesses, ones journey thusfar, who one wants to become, and ones professional aspirations should be kept in mind whenfilling in Table 9 below. A long-term goal (7-10 years), three supporting short-term goals (2-5years) that will help accomplish the long-term goal, the resources, obstacles, potentialsolutions, and deadlines for each can be listed. What sources of funding may be available tohelp accomplish these goals? Who might be interviewed to find out how they accomplishedtheir professional goals? What support groups or networks can be used to help ensure the plan

will not be abandoned?

Table 9

Goals, Resources, Obstacles, Solutions, and Deadlines

Long-TermProfessional

GoalResources Obstacles Solutions Deadlines

PhD in AppliedLinguistics

PhD colleagues No funding Loans?Scholarships?

2021

Short-TermProfessional

GoalsResources Obstacles Solutions Deadlines

1. Identifyprograms

Online search Too many tosort through

Keep notes ofbest options

2013 spring

2. Createfinance plan

Mentor oruniversity staff

Not aware ofoptions

Emailuniversities

2013 fall

3. Completeapplication

Colleagues Writing a goodessay

Ask colleaguesto help edit

2014 spring


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A final and important overarching consideration is whether the plan allows one to maintainand sustain a balanced social and family life. Cohen (2003) discusses the importance ofnurturing relationships with friends and family when planning career goals.

Conclusion

This paper has argued for the importance of professional development, discussed severalreasons why teachers might make it a priority, and provided numerous examples of how it canbe accomplished in spite of limited resources. It has outlined possible steps for languageeducators to take to create a professional development plan based on a reflective approach onones practice, specific context, and personal goals.

I will conclude with a personal anecdote. After one of my very first TESOL presentations,entitled Ten Communicative Projects to Energize Listening / Speaking Classes, a woman rushedup to me with a pen and paper in hand and said, I am so sorry, but I came in late. What wasthe name of your book again? I was stunned by her question, because she obviously thought Ihad written a book. But I started thinking, well, why not? If she thinks I could write a book,then maybe I really can. On the plane home, I made a long list of possible titles for mybook, and some years later, it really happened. Those ten activities became ten chapters, andCambridge published that book, which was on the market for over a decade. I dont knowwho that woman was, but she launched me on my professional journey. Sometimes all weneed is someone to believe in us, someone who plants a seed of possibility that takes root andgrows. So I put it to you: Whats the name of your book?

Author Note

Mary Shepard Wong, Department of Global Studies, Sociology, and TESOL, Azusa PacificUniversity, California, U.S.A.

This article was based on a presentation given at the 4th Annual CamTESOL Conference,Phnom Penh, Cambodia in 2008 entitled: Diagnosing your strengths and weakness: Planningyour professional development. It also draws from the presentation given at CATESOL 40thAnnual State Conference, Pasadena, CA in 2009, Planning your career as a language educator.

Correspondence concerning this article should be addressed to Mary Shepard Wong,Department of Global Studies, Sociology, and TESOL, Azusa Pacific University, 901 E. AlostaAve., Azusa, California, 91702-7000 U.S.A. E-mail: [email protected].


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